Dr.Karl Christoph Reinmuth
Dr.Christoph Schmidt
Christopher Kreiensen
Christopher Sameith
Dipl.-Psych.Christopher Rauen
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/lavoisier-mass.zip
moved in an erratic manner. The re- markable detail about this motion was that it never appeared to stop, moreover, the moving particles were certainly not alive. It remained an open question for about half
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/dalton.zip
get a better response. However, when the lesson was over, Dalton was frustrated, and he could not stop himself from thinking “Why?” What was supposed to be a demonstration of the potential of the new chemistry [...] moved in an erratic manner. The re- markable detail about this motion was that it never appeared to stop, moreover, the moving particles were certainly not alive. It remained an open question for about half
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/democritus.zip
moved in an erratic manner. The re- markable detail about this motion was that it never appeared to stop, moreover, the moving particles were certainly not alive. It remained an open question for about half [...] After a few minutes, a smile went over his face: He knew how he would act, and he knew that this would stop Democritus from laughing. The next morning was significantly cooler, and Plato was in a good mood
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-pol/hintergrund-mendeleev-pl.pdf
Tło historyczne: Rozwój układu okresowego pierwiastków 1 Storytelling Teaching Model: wiki.science-stories.org © 2012, S@TM Research Group Tło historyczne: Rozwój układu okresowego pierwiastków Wprowa
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/dalton-story-gb.pdf
get a better response. However, when the lesson was over, Dalton was frustrated, and he could not stop himself from thinking “Why?” What was supposed to be a demonstration of the potential of the new chemistry
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-pol/mendeleev-story-pl.pdf
Sen Dymitra 1 Storytelling Teaching Model: http://science-story-telling.eu Sen Dymitra o okresowości Był dzień 12 lipca 1849 roku w Tobolsku na Syberii. Podekscytowany 15-letni Dymitr Mendelejew ścisk
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-pol/dalton-story-pl.pdf
Nauczyciel i atomy 1 Storytelling Teaching Model: http://science-story-telling.eu Nauczyciel i atomy John Dalton był szczęśliwym człowiekiem. Zawsze wykazywał chęć nauczania, chociaż w wieku XVIII był
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/demokrit-story-gb.pdf
After a few minutes, a smile went over his face: He knew how he would act, and he knew that this would stop Democritus from laughing. The next morning was significantly cooler, and Plato was in a good mood
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-pol/demokrit-story-pl.pdf
Roześmiana filozofia 1 Storytelling Teaching Model: http://science-story-telling.eu Roześmiana filozofia Platon wracał do domu w upalny wieczór, marząc jedynie o jak najszybszym powrocie w chłodne mur
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/hintergruende/hintergrund-pol/hintergrund-nutrition-pl.pdf
Tło historyczne: Jedzenie, energia i praca – rozwój nauki o żywieniu 1 Storytelling Teaching Model: wiki.science-stories.org © 2012, S@TM Research Group Tło historyczne: Jedzenie, energia i praca – ro